MOTIVATION FOR ACADEMIC ACHIEVEMENT AND ITS RELATIONSHIP TO THE METACOGNITIVE THINKING SKILLS AMONG HIGH SCHOOL STUDENTS IN THE SUBURBS OF JERUSALEM

Abstract

Purpose of the study: This study aims to identify the degree of Motivation for Academic Achievement and its Relationship to the Metacognitive Thinking Skills among High School Students in the suburbs of Jerusalem.
 Methodology and research methods: To achieve the objectives of this study, the relational descriptive approach was adopted. The sample of this study included (380) high school students (male and female). Data was obtained, analyzed, and processed statistically.
 Results: The findings suggested that there were statistically significant differences in the means of the motivation for academic achievement due to gender in favor of females. The results also showed that there were no statistically significant differences at the level of significance (α ≤ 0.05) in the means of the metacognitive thinking skills among high school students due to gender, an average of the former class, or father-mother's educational qualification. Moreover, the results revealed that there was a correlation between the motivation for academic achievement and metacognitive thinking skills.
 Scientific novelty: It is clear that metacognitive thinking skills improve the degree of motivation for academic achievement by increasing the capacities of the students to learn and grow their learning motivation. it is considered a strong indicator of academic success. Students with metacognitive thinking skills achieve better academic achievement compared to students who have a lower level of metacognitive thinking skills.
 Practical significance: The importance of this study is expressed in the significance of the issue under consideration, as awareness of metacognitive thinking skills increases the capacity to handle and use them in various educational situations.